report of overseas training malaysia team round 2

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IQAC, CUET, Higher Education Quality Enhancement Project (HEQEP) Chittagong-4349, Bangladesh

Quality Assurance in Higher Education Training Program in Kuala Lumpur, Malaysia

for

Capacity Building IQAC, QAU, HEQEP, UGC

Report

November 2015

Prof. Dr. Md. Hazrat Ali Director

Institutional Quality Assurance Cell (IQAC) Chittagong University of Engineering & Technology (CUET)

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1. Introduction:

Education is the key to the growth, development and success of a nation. Quality higher

education system sets the pulse for all levels of education. Current Global Challenges (in a

nutshell): access, equity, quality education and sufficiency of training in STEM, meeting labour

market demands, capacity building, managing for-profit private institution, diploma, etc. The

workshop is designed to cater the needs of the Directors and Additional Directors of IQAC at

public and private Universities in Bangladesh in order to improve their professional and

managerial competencies through imparting knowledge and skills to implement QA culture in

higher education of Bangladesh.

2. Objective of Workshop Training:

The workshop aims to provide participants with a good grounding in selected QA areas and

includes outcome based education, governance and governance and research and publications.

3. Course Duration:

09 November – 20 November, 2015

4. Course Organizer:

Edu Leads Consultants (M) Sdn. Bhd

10-01 Cameron Towers, Gasing Heights

Jalan 5/58B, 46000 Petaling Jaya

Malaysia

5. Venue:

Anggerik Suite 1 & 2 and Teratai Suite 1 & 2

Hilton Hotel

Petaling Jaya, Malaysia

6. Travel and Accommodation:

Edu Leads Consulting provided quality transport (AC Bus) to and from KLIA. The same bus was

used for Tour purposes also. The accommodation was provided at PJ Hilton Hotel on a twin

sharing basis, which came with breakfast.

7. Course Content:

The workshop contents are (i) Introduction to Workshop and Introduction to Quality Assurance;

(ii) Outcome Based Education, (iii) Curriculum Design and Delivery & Use of ICT in Teaching and

Learning, (iv) Research and Publications in HE: funding, collaboration, post graduate programs

& Publications, (v) Quality Assurance Challenges for an Institution: Internal Quality Assurance,

(vi) Visit to University of Malaya (UM) and Malaysian Qualifications Agency (MQA), (vii) HE:

Governance and Challenges, (viii) Significant QA Areas, (ix) Identifying QA Challenges for an

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Institution, (x) Visit to Asia Pacific University and Visit to Ministry of Higher Education, (xi) Re-

cap of Workshop and Action Plan for the Future. The detailed of which may be found in Item 8,

Col. 4 (Learning Points).

8. Daily Academic Activities:

Date and Time

Topic & Speaker Training Methodology

Learning Points Lesson Learnt Field of Application

Day-1 09/11/15 (Mon) 09:00- 05:00

Introduction to Workshop and Introduction to Quality Assurance Assoc Prof Dr Rozilini Chung Vice president (QA) HELP Univ.

●Lecture ●Q & A ●Exercise ●Group work ●Presentation

-Workshop outline, Workshop coverage, -time schedule, -agreement, -Documents referred -Definition of quality, -current global quality system, - mechanism trends and lesson, -CQI, - Global QA Mechanism Trends -Quality Cycle and International quality standards

-Inducing to the training - Quality assurance is a must for HE in Bangladesh

-Organizing QA

workshop/

training for IQAC

and program

-QA in IQAC &

SA in Program

level

Day-2 10/11/15 (Tues) 09:00– 05:00

Outcome Based Education Mohamed Nadzri Mohd Yusoff (Hj.) UiTM, MARA

●Lecture ●Example ●Exercise ●Quiz ●Q & A ●Discussion

- Writing Learning Outcomes (LO1-LO9) - WRITING PROGRAMME

EDUCATIONAL OBJECTIVES (PEO1-PEO4)

- WRITING PROGRAMME LEARNING OUTCOMES(PLO1-PLO9)

- WRITING COURSE LEARNING OUTCOMES (CLO) with 3 componets, eg., (i) Active Verb, (ii) Condition, (iii) Standard

- Bloom’s Taxonomy of Learning

(Cognitive, Affective, Psychomotor)

- Writing CLO that addresses LO/ PLO

- - Mapping Outcomes and Assessment

- - Mapping PLO to PEO - Mapping CLO to PLO - - Constructive Alignment

(CA) - - Relationship between

Assessment and Learning - - TYPES OF ASSESSMENTS

(FORMATIVE, CONTINUOUS,

- Explain the components in an outcome statement

- Write effective learning outcomes for different taxonomy level of the cognitive, psychomotor and affective domains based on 3 components

- Organizing workshop/training for IQAC and SAC, students

- QA in IQAC in Program levels

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SUMMATIVE)

Day-3 11/11/15 (Wed) 09:00-05:00

Curriculum Design and Delivery & Use of ICT in Teaching and Learning Dr. Fay Patel International HE Consultant, Queensland, Australia


- Establish norms of engagement - Exploring a mental model - Glocalization, glocal and glocalized - Glocalization of Learning - Shared understanding in the global sphere - Critical concerns in technology-enabled learning - Pedagogical dimensions for Effective Online Learning - Partnership in technology-enabled learning - Participatory, community based models - Quality assurance : Design, online educators, accreditation - Empowerment & Sustainable Education Development - Curriculum design and ICT integration

- Glocalization of Learning

- QA: Design and accreditation

- Sustainable education development and empowerment

- ICT integrated curriculum design

- Organizing workshop/training for QA culture of IQAC, SAC, Univ/UGC/MoE authorities

Day-4 12/11/15 (Thurs AM) 09:00-01:00

Research and Publications in HE: funding, collaboration, post graduate programs & Publications Faridah Noor Mohd Noor, PhD Assoc. Prof. & Director Centre for Civilisation Dialogue, Univ. of Malaysia


- Research for the academics

- Steps to take for the way forward

- Objectives of Self-Assessment Exercise on research

- Evaluating the existing system

- Reaching out to the community

- Evaluate institution’s extension services

- Provide guidelines or directions to improve research at institution for strategic planning

- Objectives of Self-Assessment Exercise on publications

- Provide guidelines or directions to the University for strategic planning on publications

- Self-assessment exercises on Research and Publication

- Recommend guidelines to authorities for strategic planning on research and publications

Organizing workshop/training for QA culture of SAC, Head of entities, Univ/UGC/MoE authorities

Day-4 12/11/15 (Thurs PM)

Quality Assurance Challenges for an Institution: Internal Quality Assurance

●Lecture ●Q & A ●Exercise ●Group work

- Practices in IQA

- Appreciate challenges

- Link between quality

and higher education

providers

- IQA, Role of HEIs, Stakeholders interest in QA

Organizing workshop/training for QA culture of SAC,

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02:00-05:00 Prof Zita Mohd Fahmi QA Special Consultant MQA

●Presentation - Role of HEIs

- Stakeholders interests

and investment in

Quality of Higher

Education-they

- National Policies set the

Quality Framework

- Quality Assurance

System in Malaysia

- EQA and IQA

- Establishing an IQA

system

- IQA Units

- CQI Cycle –

PDCA/Deming’s Cycle

- Ensuring Program

quality ( apply PDCA)

- IQA- Quality

Assessment

- Building Quality Culture

Through SAR Practices

- Establishment of IQA system

- Ensuring program quality

- QA and building QA through SAR practices

Head of entities, Univ/UGC/MoE authorities

Day-5 13/11/15 (Fri) 09:00-05:00

Visit to University of Malaya (UM) and Malaysian Qualifications Agency (MQA) Director QMEC, UM

●Lecture ●Q & A ●Discussion

- QA culture at UM - Plans/Strategies

adopted at UM for QA culture

- UM Program accreditation rules

- MQA quality assurance documents

- ISO Certification

- Implementation techniques of QA culture

Organizing workshop/training for QA culture of SAC, Head of entities, Univ/UGC/MoE authorities

Day-6 (Sat) 14/11/15

Weekly Holidays

Day-7 (Sun) 15/11/15

Day-8 16/11/15

(Mon)

HE: Governance and Challenges Prof. Christine Ennew Provost and CEO University of Nottingham, Malaysia


- Layers of Governance - Higher Education: National and Global Relevance

- HE Strategy and Governance: National and institutional Perspectives with UK & Malaysian Examples

- Organization of the Univ. - Mission & Vision of Univ. - Issues and Challenges - Future Challenges for Higher Education with Asian Examples

- Governance and challenges in HE

- Strategy to overcome HE issues and challenges

Organizing workshop/training for IQAC, SAC, Head of entities, Univ/UGC/MoE authorities

Day-9

17/11/15 (Tues)

Significant QA Areas Prof. Andy Seddon Dean QA and Partnerships Asia Pacific Univ., Malaysia


• Connecting with Industry

• Innovation and entrepreneurship

• Student support • Professional

development • Experiences in UK and

Malaysia

- QA culture in line with industry, Innovation and entrepreneurship, student supports, professional development

Organizing workshop/training for Students, SAC, Head of entities, Univ. authorities

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• Key features of Programs of APU

with UK and Malaysian Examples

Day-10

18/11/15 (Wed)

Identifying QA Challenges for an Institution Assoc Prof Dr Rozilini Chung Vice president (QA) HELP Univ.


- Institutional SA - SA Criteria - External Peer Review

(EPR) - EPR: Key Features - EPR: Reviewers’

Attributes - Guidelines for Peer

Assessment - The EPR Report:

Production - Group Work

Plan/Strategy/Challenges

- SA criteria and EPR key features and production procedure

- Institutional challenges


Day-11 19/11/15 (Thurs)

- Visit to Asia Pacific University

- Visit to Ministry of Higher Education

- Putrajaya Tour - Workshop Dinner Prof. Andy Seddon (APU) & Prof. Siti Hamishah (MOHE)

●Lecture ●Q & A ●Discussion

- QA culture at APU - Visit to APU facilities - Vision, mission rules &

regulations, Challenges and implications of MOHE

- Visit to Mosques, PM Office at Putra Jaya and Cruise

- Attend to Workshop Dinner

- QA practices at APU and MOHE

Organizing workshop/training for SAC, Head of entities, Univ/UGC/MoE authorities

Day-12 20/11/15 (Fri)

- Re-cap of Workshop and Action Plan for the Future

- End of Workshop - Awarding

Certificates

Assoc Prof Dr Rozilini Chung Vice president (QA) HELP Univ.


- Discussion on few submitted audit reports - Recap of whole workshop - Individual participant presentation - Awarding certificates -Group Photo

- QA culture, issues and challenges


Day-13 (Sat) Departure

- - - - -

9. Study Tour/Visit:

- Visit to University of Malaya (UM)

- City Tour

- Visit to Asia Pacific University (APU)

- Visit to Ministry of Higher Education (MOHE)

- Visit to Putra Jaya

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10. Other Activities:

- Personal tour to Genting Highland, Malaysia

- Personal city tour

11. Achievements:

In sum, it is hoped that the training program will help transform the prevailing QA situations at

different universities in Bangladesh. The program will lead the Directors and Additional

Directors to operate the University Administration, Financial Management, Public Procurement

Rules, Management Concept, QA culture, Self-Assessment, related issues and challenges and

implement proper decision for effective and efficient continuous quality improvement in higher

education. Upon the completion of the workshop the participants are able to analyze critically

the Self-Assessment Report (SAR); identify the key aspects of SAR for peer observation and

gather information from the stakeholders; identify the strengths and weaknesses of the

assessed programs; provide needful commendations and recommendations for further

improvements; and judge properly based on rating scale.

12. Recommendations:

- Be patience and sincere in improving Quality Education at University

- Motivate all colleagues, students, authorities about the need for Quality Assurance

- Arrange adequate workshop/training for IQAC, SAC, Faculty members and supporting staff,

university authority and students

- Enhance infrastructure for quality teaching & learning, research and extension

- Ensure significant incentives for quality research, publications and patents

- The university/UGE/MoE authorities must ensure adequate funds for sustainable QA culture at

University level

13. Annexure:

(i) Participants List (ii)

Sl Name & Address Email Cell Mobile in

Malaysia

Passport Expiry date Room

1 Zehad Pervez Director, IQAC

Patuakhali Science & Technology

University

[email protected]

01921818281

0192818281 BH 0411329 29-98-2020 812

2 Md.Asaduzzaman Khan Director .

Sher-e-Bangla Agricultural University

[email protected]

01552498705

0104356599 BH 0254473 15-08-2020 712

3 Prof. Dr.Md.Hazrat Ali Director, IQAC

Chittagong University of Engineering

&Technology

[email protected]

01819783779

0104357073 BB 0305306 28-05-2019 706

4 BikashChandra Sarker Additional Director, IQAC,

Hajee Mohammad Danesh Science and

Technology University, Dinajpur

[email protected]

01715057609 0104360409 OC 3054901 15-09-2018 812

5 Prof.Md.Shafiqul Islam Director, IQAC

Bangabandu Sk. Mojib Medical

University, Shahbagh, Dhaka

[email protected]

01711843740

0104356603 OC 7107384 19-11-2019 712

6 Md.Jamal Uddin Bhuiyan [email protected] 01711263211 0104356594 BH 0312664 19-082020 818

mailto:[email protected]




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Additional Director, IQAC

Sylhet Agricultural University

7 Prof. Md. Rafiqul Islam Director, IQAC

Bangladesh University of Engineering &

Technology

[email protected]

01817571911

0176208351 BH0547931 09-09-2020 706

8 Obydullah AL Marjuk Additional Director, IQAC

Independent University, Bangladesh

(IUB)

[email protected]

01917009228 01128882585 BC0779363 25/11/2019 912

9 KMN Sarwar Iqbal Director, IQAC

International University of Business

Agriculture and Technology

[email protected]

01716455958 0169222724 BH 024 7214 16-08-2020 808

10 Kazi Khaled Shams Chisty Additional Director, IQAC

International University of Business

Agriculture and Technology

[email protected]

01715372253 0169222724 AE-2121392 25-11-2017 808

11 ANM Ahmed Ullah Ad. Director, IQAC

South East University

[email protected]

01717177867 01111334923 AB 4332753 04-08-2016 920

12 Md.Raisul Islam Sourav Additional Director, IQAC

Dhaka International University

[email protected]

01912298126 01121256025 AG 8270977 25-08-2018 318

13 Dr. Mohammad Jafor Sadeq Director, Asian university of Bangladesh

[email protected]

01911382900 - 318

14 Shahidur Rahman Additional Director, IQAC

BRAC University

[email protected],bd 01799089485 - M7162566 02-07-2017 912

15 Prof.Md.Fokhray Hossain PhD Additional Director, IQAC

Daffodil International University

[email protected]

01713493250 0104356598 BA 0797260 01-04-2019 920

16 Dr Abu Naser Chowdhury Ad. Director, IQAC

University of Asia and Pacific

[email protected]

[email protected]

01753850339 0167691495 AA6585893

12-12-2016 818

17 Md. AminulHoque

Deputy Director, Quality Assurance Unit,

University Grants Commission of

Bangladesh

[email protected]

[email protected]

01760941771

01128578479 OC 4119599 15-02-2020 810

18 Md.Farhadul Islam Bhuyan Program Officer, HEQEP

[email protected] 01716472856 01139987975 OC 3146679 04/10/2020 810

(ii) Facilitator List

Sl Name & Address

1 Assoc Prof Dr Rozilini Chung Vice president (QA) HELP Univ.

2 Mohamed Nadzri Mohd Yusoff (Hj.) UiTM, MARA

3 Dr. Fay Patel International HE Consultant, Queensland, Australia

4 Faridah Noor Mohd Noor, PhD Assoc. Prof. & Director Centre for Civilisation Dialogue, Univ. of Malaysia

5 Prof Zita Mohd Fahmi QA Special Consultant MQA

6 Director QMEC, UM








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7 Prof. Christine Ennew Provost and CEO University of Nottingham, Malaysia

8 Prof. Andy Seddon Dean QA and Partnerships Asia Pacific Univ., Malaysia

9 Prof. Siti Hamishah (MOHE)

(iii) List of Group Activities

Please see attached files

(iv) List of Documents Supplied

Please see attached files

(v) Selected Photos

Please see attached file

(vi) Submitted Audit Report

Please see below

Self-Assessment Report (SAR) by Prof. Dr. Md. Hazrat Ali, Director, IQAC, CUET

Introduction

The Academic Audit 2015 of the Department of Management Studies (DMS) is carried out as a

case study. The Assessor expresses his appreciation to the Dean of the Faculty of Business

Administration and Head of the Department and Assoc. Prof. Dr. Rozilini M Fernandez-Chung for

their cooperation and supports provided in the form of hard copy to carry out the case study.

Assessor : Prof. Dr. Md. Hazrat Ali Dean, Faculty of Civil Engineering &

Director, IQAC, Chittagong Univ. of Eng. & Technology,

Chittagong-4349, Bangladesh

Tel: +8801819783779

Email: [email protected], [email protected]

Background

The Department of Management Studies (DMS) introduced 4-year BBA program and one year

MBA program in the academic year 1996-97. By awarding BBA and MBA degrees to the

students, the Department intends to provide necessary skills required to perform activities of a

position as fresher in any organization and/or to start a business as entrepreneur. The Department



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has 27 academic staff as in 2010, out of which 24 are full time with 8 Ph. D. holders; and the rest

are Master degree holders. The numbers of actually serving full time academic staff is 22. The

numbers of Professors, Associate Professors, Asst. Professor, Lecturers and supporting staff are

not mentioned. The Department has 549 students as in 2010 with first year enrollment of 130.

Audit Findings

The assessor reviewed eight relevant Quality Assessment Areas in line with IQAC OM and IQACF OM,

UGC, Bangladesh. It involved the review of documents supported by interviews with 4 groups of

stakeholder, e.g., academic staff, student, alumni and employer. The self-assessment (SA) exercise

included eight criteria; namely; (i) Governance: Organization and Management, (ii) Program Curriculum

Design, Content and Review, (iii) Teaching, Learning and Assessment Method, (iv) Institutional

Structure and Facilities, (v) Staff: Faculty & Non-academic, (vi) Student Support, Counseling and

Development, (vii) research & Extension, and (viii) Process Control, to evaluate the BBA and MBA

programs of the Department of Management Studies. The findings are listed below in forms of

commendations (where things are done well), affirmation (where actions are underway for

improvement) and recommendations (areas for further improvement).

Academic Quality

The findings on academic quality are listed below in the form of ‘Commendations’, ‘Affirmations’, and

‘Recommendations’.

Commendations

(i) Governance: Organization and Management

• The assessed parameters, such as, mission, goals, objectives, teaching-learning and

research, administration, etc. of the University/Faculty/Department are clearly cited.

• The Dean, Head and his team members are considered suitably qualified and have

relevant experiences, but the academic staff members are not sufficient in number.

• 3.8%, 66%, 86.2% and 41.8% respondents of the Faculty Group, Student Group, Alumni

Group and Employer Group, respectively, mentioned that the program governance with

respect to organization and management were good, while 92.3%, 34%, 13.8% and

48.4% of these groups respectively mentioned that improvements were needed. The

respondents’ overall opinions regarding poor, excellent or very good were found to be

less than 2 percent.

(ii) Program Curriculum Design, Content and Review

• The curriculum design, periodical review of curriculum, stakeholders’ involvement in the

process, course load and program outcomes (PO) are considered explicitly.

• 61.5 %, 77.3%, 71.2% and 40.2% respondents of the Faculty Group, Student Group,

Alumni Group and Employer Group, respectively, mentioned that the Program

Curriculum Design, Content and Review were good, while 38.5 %, 22.7%, 22.5% and

40.2% of these groups respectively mentioned that improvements were needed.

(iii) Teaching, Learning and Assessment Methods

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• There is a poor academic staff-student ratio in the Department; Academic 1:25.

• 42.3%, 78.0% and 63.8% respondents of the Faculty Group, Student Group and Alumni

Group, respectively, mentioned that the Teaching, Learning and Assessment Methods

were good, while 57.7%, 21.3% and 30.0% of these groups respectively mentioned that

improvements were needed.

• Students have sufficient access to class rooms, seminar library, computer laboratory, and

faculty members’ rooms.

• Academic staff members are suitably qualified and have requisite experience for the

current need.

(iv) Institutional Structure and Facilities

The assessed parameters, such as, class room facilities, library facilities, laboratory

facilities, ICT facilities, sport facilities, financial resources, transport facilities, medical

facilities, residential facilities, research facilities and security facilities of the

University/Faculty/Department are clearly cited.

0.0%, 24.0%, 66.2% and 60.7% respondents of the Faculty Group, Student Group,

Alumni Group and Employer Group, respectively, mentioned that the Institutional

Structure and Facilities were good, while 100.0%, 74.7%, 33.8% and 34.4% of these

groups respectively mentioned that improvements were needed.

(v) Staff: Faculty & Non-academic

This criterion describes basic qualification, remuneration, staff development, support

service, career development, recruitment of non-academic staff and development.


Alumni Group and Employer Group, respectively, mentioned that the Faculty & Non-

academic staff issues were found good, while 100.0%, 63.3%, 45.0% and 35.2% of these

groups respectively mentioned that improvements were needed.

(vi) Students Support, Counseling and Development

In this criterion of the program assessment, student enrollment procedure, progress in the

program, achievement, attributes, academic guidelines and counseling, periodic review of

the selection procedure, students’ rights, and students’ feedback are considered.


Alumni Group and Employer Group, respectively, mentioned that the Student Support,

Counseling and Development issues in the Department were found good, while 80.8%,

52.0%, 35.0% and 32.8% of these groups respectively mentioned that improvements were

needed.

(vii) Research & Extension

Research findings, research project management, research publications, consultancy

services and community services are assessed explicitly.


Alumni Group and Employer Group, respectively, mentioned that the Research and

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Extension facilities in the Department were found good, while 61.5%, 44.7%, 31.2% and

45.9% of these groups respectively mentioned that improvements were needed.

(viii) Process Control

Resources and authorities for the program, promotion policy, teaching & performance of

the teachers, teachers’ performance evaluation, quality assurance, and national &

international accreditation of the program are assessed.

There is a best practiced teacher recruitment and promotion policy in the Department,

which has been recommended and approved by important administrative authorities of

the University.


Alumni Group and Employer Group, respectively, mentioned that the Process Control

facilities in the Department were found good, while 92.3%, 53.3%, 52.5% and 40.2% of

these groups respectively mentioned that improvements were needed.

Affirmation


• Nil


• Program improvement plan can be continued by collaborating with leading business

schools in the region.


• There is a need to enhance student informal learning space, adequate library facility and

internet & Wi-Fi provisions to create a better learning experience.

•

• While percentage of students entering at X University increases, greater effort is required

to increase its residence capacity.

• While there is some journals and books, more modern teaching materials, such as,

journal, books, etc. are required.


Nil


Nil


Nil


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Since quality faculty members with research experience are present, adequate research

and extension facilities are required to increase for publication and rapid promotion and

better reputation of the University.

There is a need for building professionalism of the faculty members.


The teacher recruitment and promotion policy in the Department have to be updated on

yearly basis to recruit and promote potential faculty members having QA experience.

Program recognition and accreditation is Nil.

Recommendations


• Pointwise vision and mission attract readers significantly.

• The organization chart and job description of the various portfolios within Faculty are not

provided.


• LO, CO, Experts opinions in syllabus formulation and review need to be incorporated.

• Course credits for individual courses are not mentioned. It needs to be fixed.

• Questionnaire for all respondent groups will certainly give better insight into the matter.

• Program Curriculum Design, Content and Review need to be executed on regular (say,

yearly) basis and when seems necessary to regain brand image of the programs.


• Administrative staff information needs to be cited for admin:student ratio.

• No. of academic staff needs to be increased to make the teacher:student ratio at least at

1:15.

• Faculty should formulate strategies to increase percentage of grants and gifts in relation

to its annual operating expenditure.

• Information need to be available in relation to the profitability of Faculty in 2015.

• Provisions for counselors, advisors, University Medical Center, IT facilities, transport

facilities, sport facilities need to be ensured for a better learning experience.

• More training opportunities must be created for both academics and administrators.

Sessions on pedagogy, such as, higher order thinking delivery and assessments and

classroom management skills are urgently required.

• Research and publication activities should be encouraged through training,

collaborations, incentives and partnerships.

• Program accreditation is to be undertaken for the betterment of the students, Department

and University.


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There is a need to enhance library facilities, laboratory facilities, ICT facilities, sport

facilities, financial resources, transport facilities, medical facilities, residential facilities,

research facilities and security facilities for a better learning environment.

There is a need for a Security and Safety Officer to be appointed.


• It is necessary for follow-up and action plans arising out of staff higher studies, training,

workshops, meetings, etc., for their satisfactions.

• Faculty members need to be engage to problem management and practices.

• The numbers of Professors, Associate Professors, Asst. Professor, Lecturers and

supporting staff need to be mentioned.


• A student support, counseling and Development Office needs to be created at University

and if possible within Faculty to work closely with the students.

• The Grade Review Committee that looks into appeals relating to assessments should be

incorporated into Faculty Examination Board.

• Students’ enrollment process can be further enhanced particularly when it involves

course registration.


Equipped and computerized adequate research and extension facilities need to be

established for quality publications and promotion of the faculty members and better

rating & ranking of the university.

Adequate research and extension funds are to be ensured for smooth operation of the

research and extension activities in the Department.


• Program Curriculum Design, Content and Review need to be executed on regular (say,

yearly) basis and when seems necessary to regain brand images of the programs.

• Program recognition and accreditation are required.

• LO, CO, Experts opinions in syllabus formulation and review need to be incorporated.

• Course credits for individual courses need to be fixed.

Conclusions

The assessments of the BBA and MBA programs of the Department of Management Studies (DMS)

were performed according to the above eight criteria. The corresponding survey results on these criteria

of self-assessment (SA) show that massive continuous improvements are needed. A regular (@6 months

interval) SWOT analysis and effective plan-do-check-act (PDCA) policy are to be adopted by the

University Authority with due interaction with the internal and external stakeholders of the program

until a significant improvement is achieved.